UURC News: Early StepsSM and Next StepsSM meet required evidence criteria for SB127

HIGHER STEPSSM

This UURC intervention model is designed for struggling readers who are reading at early grade 3 level and above. Higher StepsSM addresses the last major developmental transition in the reading process and provides students with assisted reading at instructional level, advanced phonics/spelling and fluency work in 45 minute sessions no less that twice weekly. This more advanced model emphasizes oral reading rate and prosody - two aspects of fluency that likely influence comprehension, and explicit instruction in how to use the syllable structure of written English to parse through unfamiliar multi-syllabic words successfully.

COMPONENTS OF A HIGHER STEPSSM TUTORING SESSION

Recommended twice per week - 45 minutes per session

  1. Word Bank (1 min)
    • Flash presentation of difficult high frequency words (e.g., through, thought, though).
       
  2. Fluency Work (7 mins)
    • Conduct trials 3 & 4 of last session's repeated readings text (200 - 350 words).
       
    • Graph correct # of words read and errors on repeated reading chart.
       
    • For repeated readings, use text the student has read recently on his/her instructional level. Conduct 2 two-minute timings.
       
  3. Assisted Reading of New Text on Instructional Level (15 mins)
    (Most texts require many lessons to complete. After 5 or so sessions, a tutor may choose another book at the appropriate level. I.e., it is not necessary to finish a book.)
    • Tutor introduces book with a short preview (build/activate background knowledge, point out difficult vocabulary, review previous day's reading when appropriate).
       
    • Echo and/or partner read when necessary (student shows signs of fatigue: yawning, wiggling, sudden increase in errors).
       
    • FOCUS ON COMPREHENSION! Tutor frequently asks student to answer who-what-when-where-why type questions, to confirm prior predictions, to retell, and/or to summarize.
       
  4. Word Study (15 mins)
    • Tutor begins with Module 1 (closed syllable) of Advanced Word Study, using whiteboard and questioning to teach concept
       
    • Tutor chooses an Accuracy or Fluency activity based on focus, to play with word cards.
       
    • Tutor chooses 4 words from module for spelling. Tutor dictates words; student spells aloud while writing. Then scoops & reads. Student "marks up" each word.
       
  5. Fluency Work (7 mins)
    • Conduct trials 1 & 2 from today's assisted reading (200 - 350 words).
       
    • Graph correct # of words read and errors on repeated reading chart.
       
    • For repeated readings, use text the student has read recently on his/her instructional level. Conduct 2 two-minute timings.